Quality Of Teacher Education Research Articles

CREATING THE EUROPEAN LANDSCAPE FOR TEACHER EDUCATION: EVOLVING DYNAMICS

The study is devoted to the analysis of Europeanization policy in the area of teacher education in the 21st century and the characterization of mechanisms and instruments for the formation of the European Teacher Education Area. The authosr emphasize the effective roles and influences on the integration processes of European professional organizations: European Association for Teacher Education, European Association of Educational Researchers. The contribution of thematic networks to the Europeanization of teacher education, in particular, the European Policy on Teacher Education, the Thematic Network for Teacher Education in Europe, and others, is highlighted. Attention is drawn to the potential of European research projects under the auspices of the European Commission, and the experience of developing and implementing the European Doctorate in Teaching is analyzed. The political dimension of the processes of Europeanisation of teacher education is analysed through the analysis of the EC’s landmark documents on rethinking education; European principles on teacher competencies and qualifications; improving the quality of teacher education with a forecast of the development of the European teaching profession as 1) highly qualified; 2) requiring lifelong learning; 3) mobile); 4) based on partnership. A number of documents developed by the thematic working group, which directly deals with the development of national policies on education and training of teachers/lecturers throughout their professional careers and the analysis of strategies to support teacher development at the European and national levels, have been introduced into the national scientific circulation. At the level of theoretical positions, it is proved that the focus of modern European research in the field of teacher education is on the narratives of professional identity, professional learning and professional development of teachers in the context of new professionalism with a European perspective.

An interactive data-driven multiple-attribute decision-making technique via interval-valued intuitionistic fuzzy sets for teaching quality evaluation in higher education

Improving the quality of higher education teaching is a systematic project. The improvement and formulation of relevant laws, regulations, and measures at the macro level are the minimum and specific requirements for the overall private universities, and are the basic guarantee for controlling the healthy and orderly development of universities. At the micro level, school management needs to focus on two aspects: leadership level construction and teacher level construction. Only by scientifically controlling the above issues and comprehensively considering them can the persistent problem of low teaching quality be fundamentally and gradually solved. In short, the construction of the quality assurance and evaluation system for higher education teaching in China is still in the initial stage of development. Therefore, universities should start from the guarantee and evaluation system to promote the construction of teaching process monitoring and evaluation systems, and improve the level of education and teaching quality on the basis of highlighting higher education teaching reform and research. The teaching quality evaluation of higher education in the era of artificial intelligence is a MADM. In this study, in light with interval-valued intuitionistic fuzzy Hamacher interactive hybrid weighted geometric (IVIFHIHWG) technique and induced OWG (I-OWG) technique, the induced IVIFHIHWG (I-IVIFHIHWG) technique is administrated. Then, the I-IVIFHIHWG technique is exploited to manage the MADM under IVIFSs. Finally, the numerical example for teaching quality evaluation of higher education in the era of artificial intelligence is exploited to verify the I-IVIFHIHWG technique. Thus, the main research contributions are administrated: (1) the I-IVIFHIHWG technique is administrated in line with the IVIFHIHWG and I-OWG technique; (2) the I-IVIFHIHWG technique is exploited to manage the MADM under IVIFSs; (3) the numerical example for teaching quality evaluation of higher education in the era of artificial intelligence and some comparative studies were exploited to verify the I-IVIFHIHWG technique.

How to build better environments that reinforce adaptation of online learning?——Evidence from a large-scale empirical survey of Chinese universities

This study is based on a comprehensive review of existing literature. Drawing upon the theories of task-technology fit (TTF) and technology adoption model (TAM), an integrated theoretical framework is developed. The framework places adaptability as a critical outcome variable and quality standard. This study constructs a student-centered online learning process model oriented towards effectiveness. The research is intended to utilize data from the "National Survey of Undergraduate Education Teaching Quality in Ordinary Universities" encompassing 123,894 Chinese university students from 272 undergraduate institutions. Through a questionnaire-based survey, the study comprehensively investigates the influence paths and mechanisms of several key factors, including environmental support (ES), teaching satisfaction (TS), perceived ease of use (PEU), task-technology fit (TTF), and learning adaptability (LA). The structural equation model largely validates the study's hypotheses, demonstrating significant correlations among the variables. The task-technology fit (TTF) and adaptability of university students are found to be influenced by teaching satisfaction (TS), perceived ease of use (PEU), and environmental support (ES). task-technology fit (TTF) emerges as a pivotal process variable in online learning. teaching satisfaction (TS) and perceived ease of use (PEU), as foundational elements, positively influence learning adaptability (LA) through the mediating role of task-technology fit (TTF). However, environmental support (ES) negatively predicts task-technology fit (TTF). The study findings offer empirical support for designing an environment conducive to enhancing students' adaptability in online learning. Furthermore, the outcomes guide policy formulation and practical strategies in various aspects, including optimizing teacher instruction in the online setting, enhancing students' perceived usability of digital technologies, and promoting the supply of online technological functionalities. Ultimately, these efforts contribute to the welfare of students' learning experiences.

RESEARCH ON THE CONSTRUCTION OF CORE CURRICULUM STANDARDS FOR CROSS-BORDER E-COMMERCE MAJORS BASED ON HIGHER VOCATIONAL EDUCATION IN INNER MONGOLIA

Taking the cross-border e-commerce major of Inner Mongolia higher vocational education as the research object, this paper analyses the current situation of cross-border e-commerce major curriculum and teaching quality of higher vocational education in Inner Mongolia through the study of domestic and international cross-border e-commerce major curriculum standards, and constructs the core curriculum standard of cross-border e-commerce major of higher vocational education in Inner Mongolia on the basis of this. In addition, the implementation plan of the core curriculum for cross-border e-commerce majors including specific measures such as curriculum setting, teaching methods, and selection of teaching materials is explored, with a view to providing reference value for the teaching reform and talent cultivation of cross-border e-commerce majors in Inner Mongolia's higher vocational education.

A STUDY ON STUDENTS’ NEEDS ANALYSIS ON THE INDUSTRIAL WORK CULTURE CHARACTER

Character has become a requirement that must be paid attention to in learning in vocational schools. However, the development of an instrument to assess the character of students in vocational schools is not yet available. The purpose of this study is to explain the need for analysis of the design of a character assessment instrument for SMK students in Aceh who are preparing to work in the industrial world. Character is a set of traits that define personality and morals. This study aims to describe the analysis of the planning needs of the industrial work culture character assessment instrument (IKBKI) for SMK Aceh students in implementing the industrial work culture character assessment. Data was obtained through a survey of 65 SMK students in Aceh who were given a questionnaire followed by a brief interview. The sample involved is 65 SMK students in Aceh. Students are selected with a purpose. Questionnaires were distributed to all students selected as a sample. The questionnaire was developed by the researcher. Data were analysed using Statistical Package for Social Science (SPSS) version 25.0 software for frequency, percentage, mean, and standard deviation. The results of the study show that the work culture character instrument (IKBKI) is needed to assess the development of the industrial work culture character of SMK Aceh students. The characteristics of industrial work culture that are evaluated are discipline, hard work, honesty, responsibility, and entrepreneurial spirit. The result of the needs analysis obtained is that students need an assessment of the character of industrial work culture as a reference in preparing themselves to enter the world of work and industry. Students' understanding of the need to have good manners has been taught by teachers in character education strengthening programs and also through Pancasila moral education and the Pancasila Work Culture and Student Profile Strengthening Project, but the character of industrial culture has never been studied specifically. Because this instrument is not yet available, the assessment of the character of the industrial work culture has not been carried out, so it cannot be concluded whether the character of the industrial work culture of students who have completed vocational education so far is on target. whether it is good or not, or whether it meets the expectations of government and industry as users of the service. The character of industrial work culture is something that is an important and necessary consideration in the industrial world, known as attitude. The results of the preliminary study show that there is no instrument to assess the character of industrial work culture. On the other hand, the government and industry hope that students will be equipped with good morals when entering the world of work. On this basis, it can be concluded that it is necessary to design the Industrial Work Culture Instrument (IKBKI).

Level of Teaching Dimensions on the Teaching Factors of Physical Education Teachers

Focusing on the multi-dimensional impact of physical education teachers' teaching level, it aims to explore the impact of teaching interaction and communication, teaching evaluation and feedback, teachers' professionalism and teaching attitude on the teaching level of physical education teachers. The purpose of the research is to improve the teaching level of physical education teachers and promote the all-round development of students. Through in-depth analysis and putting forward corresponding suggestions, it can provide useful reference for the professional growth and teaching improvement of physical education teachers. The study used quantitative research methods to conduct an in-depth study of the teaching dimensions of physical education teachers' teaching factors. The results show that an excellent physical education teacher not only needs to show superb professional abilities in skills teaching, teaching organization and management, teaching interaction and communication, teaching evaluation and feedback, etc., but also needs to have profound professional qualities and serious teaching attitude. They can be student-centered, flexibly use various teaching methods and means, create a positive learning atmosphere, provide personalized guidance, and ensure that each student can fully develop in physical education. At the same time, they can continue to improve themselves, be brave in innovation, and cooperate with peers to jointly promote the development of physical education. These elements together constitute the core characteristics of high-level physical education teachers and are also the key to improving the quality of physical education teaching.

Professional Standards and Quality Concern in Teacher Education

The National Education Policy 2020 (NEP 2020) of India aims to revamp the education system and lay a roadmap for a progressive educated country. The policy recommends moving the teacher education system into multidisciplinary colleges and universities, with a four-year integrated B.Ed. program becoming the minimum degree qualification for school teachers by 2030. A common guiding set of National Professional Standards for Teachers (NPST) will be developed by 2022. The National Education Policy 2020 in India aims to improve the quality of teacher education by addressing quality concerns such as outdated curriculum, lack of subject-specific training, and ineffective teaching methods. Key provisions include a four-year integrated teacher education program, standardized teacher eligibility tests, and technology integration. To successfully implement the policy, collaboration between the government, teacher education institutions, and stakeholders is essential. Key reforms include ongoing continuing professional development, strengthening accreditation processes, developing mentorship programs, and promoting global exposure.

Pendidikan Karakter dalam Anime: Analisis Psikologi Tokoh Naruto pada Serial Anime Naruto

Naruto anime is one of the anime that can be used as an educational watch that supports us in teaching character education to the younger generation. The purpose of this study is to analyze the psychology of the main characters of Naruto anime and find out the influence of Naruto anime in shaping characters and values in the audience. This study used a qualitative approach with data collection techniques, watch-listen-record and read-record. From this research, it can be found that there are several psychological aspects of Naruto characters, namely 1) loneliness and rejection, 2) social care, 3) motivation and determination, 4) self-development, 5) courage and confidence, 6) empathy, and the influence of the anime in shaping the character and values in the audience, namely 1) inspiration to overcome obstacles, 2) the importance of friendship, 3) face conflict peacefully, 4) courage to oppose injustice. The conclusion obtained is that the character Naruto shows a rich journey in terms of psychology, from a difficult childhood to strong self-development. In addition, Naruto Anime can inspire and shape characters and values in its audience.

Challenges in Artificial Intelligence Development in Higher Education in China, India, and Indonesia: International Students’ Perspectives

This research explores the challenges of developing artificial intelligence (AI) at universities in China, India, and Indonesia for teacher education students. A qualitative research method was employed, with data collected through in-depth focus group discussions with 12 doctoral students from the 3 countries in equal proportions. The sample selection was based on the diversity of the participants’ relevant backgrounds, experiences, and understandings. The data collected were analyzed using a thematic approach involving the identification, mapping, and interpretation of themes. The research findings indicate variations in the main challenges in developing AI to improve the quality of teacher education in each country. In Indonesia, infrastructure and Internet access are the main constraints limiting the application of AI technology. Meanwhile, in India, the main concern relates to the lack of human resources skilled in the field of AI, prompting the need for relevant skills development among educators. Conversely, in China, the problem concerns striking a balance between utilizing advanced AI technologies, safeguarding privacy, and developing the capacity to accommodate rapid advances in technology-based education. The findings of this study provide valuable strategic insights, enabling the design of appropriate strategies in each country. The implications of the findings can assist the relevant parties in overcoming specific barriers in the context of each country, supporting innovative developments in technology-based teacher education.

Initial Teacher Education for Social Justice in South Africa: A Higher Education Policy Perspective

The Constitution of the Republic of South Africa envisions a socially just society where all citizens enjoy fundamental human rights. Education is regarded as significant in realizing social justice (SJ). Hence, South African education policy is underpinned by the conviction that teachers are drivers of societal change and instrumental in creating a socially just society. It is therefore expected that initial teacher education (ITE) programs to train prospective teachers will be infused with knowledge, competencies, values and attitudes to develop the dispositions that would facilitate social justice in a democratic and open South African society. In this desk-top study, we investigate the attributes and competencies promoted and advanced through the Minimum Requirements for Teacher Education Qualifications Policy (MRTEQ) (2015) concerning the training of prospective South African teachers for the realization of social justice. We gathered our data through a literature review and a policy analysis, and we drew from critical social theory (CST), which argues for social transformation, human emancipation, and capacitation to make sense of our findings. We found that the MRTEQ (2015) promotes and advances knowledge, contextual awareness, and critical pedagogy as significant attributes and competencies for realizing social justice through education and, more specifically, ITE. The implication is that all initial teacher programmes must be designed to equip prospective teachers with these attributes to contribute to realizing social justice and transforming society. Against this backdrop, specific recommendations are made to develop these attributes in prospective teachers.

Physical Education Teaching Quality Evaluation Method Using Mobile Edge Computing in the Online and Offline Environment

The development of different technology has impacted the different stages of human life. Additionally, with the implication of computing technology sports and physical education can be improved. The use of mobile edge technology aids in gathering precise data related to physical education. Therefore, a specific improvement is possible. This following analysis has looked into the factor of mobile edge computing that aids in the evolution of physical education teaching. Moreover, the study has focused on developing an appropriate path for the integration of MEC into PE education. By utilising Mobile Edge Computing (MEC) technologies in both online and off-line learning contexts, this study offers a thorough way for assessing the quality of sports teaching. The suggested approach integrates multiple characteristics and performance measures to evaluate the efficacy of physical education instruction and participation, taking into consideration the changing educational landscape.

The Assessment on the Process of Carrying out Quality Assurance of Educational Materials in Tanzania

Teaching and learning materials enhance teaching and learning by providing information, understanding concepts, developing problem-solving skills, encouraging reflective thinking, and being scripted to ensure children's success. Careful planning, monitoring, evaluation, and quality assurance processes like internal and external critical review, ethics, and copyright approval are necessary to ensure the effectiveness of learning materials. The study aimed to assess the quality assurance process of educational materials in Tanzania. The study employed a qualitative research approach, and data were gathered through the literature review. The United Republic of Tanzania's education and training policies, curriculum framework for basic and teacher education, basic, secondary, and teacher education quality assurance framework, and other related materials were consulted as the primary data sources. Content analysis of data was used to come up with a clear interpretation of information and a conclusion of the results. The finding shows that the Tanzania Education Policy talks about quality education and needs to give a straightforward guide on developing quality assurance tools for implementing the policy. The study found that the Tanzania Institute of Education has an excellent and well-organised guideline for the educational materials quality assurance process that can be adopted and included in the policy. The study recommends the inclusion of statements directing the quality assurance of educational materials in the education policy. Also, the study suggests requiring teachers to be included and involve student teachers in quality assurance since they are the critical implementers and users of educational materials.

“Right to Education Act”: Examining Elementary Schools of Tuensang District, Nagaland, Northeast India

The "Right to Education Act" (RTE) is a crucial policy addressing elementary education challenges. Enshrined under Article 21A of the Indian Constitution, the RTE Act mandates free and compulsory education for children aged 6 to 14 years, making it a fundamental right. Despite its progressive intentions, the RTE Act faces several challenges in its implementation. Equitable access, inadequate infrastructure, shortage of teachers, quality of education and financial constraints are prevalent issues. Addressing these challenges requires concerted efforts from the government, civil society, and stakeholders. It involves increasing investments in education, improving the quality of teacher education and training, enhancing infrastructure facilities, and strengthening monitoring mechanisms. While the RTE Act represents a significant step towards ensuring universal access to quality elementary education in India, its practical implementation requires overcoming various challenges and addressing systemic issues to realize the vision of inclusive and equitable education for children.
 A survey was conducted employing a purposive sampling technique, covering (n=15) Government and (n=10) Private elementary schools in Tuensang District, Nagaland, Northeast India. The primary emphasis is to examine the school infrastructure, a key provision under the "Right to Education Act". The study employed a close-ended questionnaire on key school informants. The results show a significant lag in the school infrastructure, underscoring several concerns for school authorities and SMCs in ensuring a 'child-friendly' space for effective learning outcomes. Based on the findings, suggestive measures and implications for intervention approaches are discussed to navigate the gaps and challenges. The study emphasizes the need for increased attention, prioritization, and inclusivity in elementary education to maximize its positive impact on children's development and future outcomes

Performance evaluation in teaching: Dissecting student evaluations in higher education

Numerous studies have highlighted the significant role of Student Evaluations of Teaching (SETs) as a key metric for assessing teaching quality in Higher Education (HE). Building upon these insights, our study introduces an innovative four-tiered model, derived from diverse research, to examine the reliability of SETs. This model addresses biases associated with SETs, delving into both statistical anomalies and cognitive biases, with particular emphasis on often-overlooked hidden context and timing factors. We reveal that these biases can distort SET scores, leading to potentially inaccurate representations of both individual and comparative academic performances. The implications of our research are significant for those influencing HE policy-making and performance evaluation. We echo previous calls for a more expansive approach to teaching effectiveness, essential for genuine insight into teaching quality. By adopting this perspective, HE can design better-informed strategies, ensuring policies and practices reflect the diverse nature of teaching excellence.

Using Continuing Professional Development (CPD) for Enhancing Teaching Quality in Higher Education of Bangladesh

Bangladesh is crossing milestones in achieving sustainability in every sector and one of the most important sectors is the higher education sector. Thus, it is advisable to improve the quality of education in the environment by evaluating some parameters of service quality. This paper examines the quality of teaching in the higher education sector through continuing Professional Development (CPD) and examines the important role that teachers play in contributing to the development of the knowledge and values needed for teachers. However, since the study is on descriptive and analytical case studies and literature reviews based on reliable sources which shows that workshops and seminars are effective in most traditional modes has as proved to be insufficient for Coordination and evaluation of programs should be mandatory for professional development, which will help to maintain a positive environment with changing global situation. This paper identifies the definition, the dimension, the model, effectiveness, and types of CPD, the quality of service related to student satisfaction. The study helps to identify and assist in taking steps to address the lack of teaching quality whether teachers receive continuous professional development programs and whether such programs are adequate in our college.

Using Continuing Professional Development (CPD) for Enhancing Teaching Quality in Higher Education of Bangladesh

Bangladesh is crossing milestones in achieving sustainability in every sector and one of the most important sectors is the higher education sector. Thus, it is advisable to improve the quality of education in the environment by evaluating some parameters of service quality. This paper examines the quality of teaching in the higher education sector through continuing Professional Development (CPD) and examines the important role that teachers play in contributing to the development of the knowledge and values needed for teachers. However, since the study is on descriptive and analytical case studies and literature reviews based on reliable sources which shows that workshops and seminars are effective in most traditional modes has as proved to be insufficient for Coordination and evaluation of programs should be mandatory for professional development, which will help to maintain a positive environment with changing global situation. This paper identifies the definition, the dimension, the model, effectiveness, and types of CPD, the quality of service related to student satisfaction. The study helps to identify and assist in taking steps to address the lack of teaching quality whether teachers receive continuous professional development programs and whether such programs are adequate in our college.

Using Continuing Professional Development (CPD) for Enhancing Teaching Quality in Higher Education of Bangladesh

Bangladesh is crossing milestones in achieving sustainability in every sector and one of the most important sectors is the higher education sector. Thus, it is advisable to improve the quality of education in the environment by evaluating some parameters of service quality. This paper examines the quality of teaching in the higher education sector through continuing Professional Development (CPD) and examines the important role that teachers play in contributing to the development of the knowledge and values needed for teachers. However, since the study is on descriptive and analytical case studies and literature reviews based on reliable sources which shows that workshops and seminars are effective in most traditional modes has as proved to be insufficient for Coordination and evaluation of programs should be mandatory for professional development, which will help to maintain a positive environment with changing global situation. This paper identifies the definition, the dimension, the model, effectiveness, and types of CPD, the quality of service related to student satisfaction. The study helps to identify and assist in taking steps to address the lack of teaching quality whether teachers receive continuous professional development programs and whether such programs are adequate in our college.

Exploring Innovative Approaches for Quality Enhancement in Teacher Education: A Systematic Review

Teacher education plays a crucial role in shaping the quality of education imparted to learners. As education systems evolve to meet the demands of the 21st century, there is a pressing need to explore innovative approaches for enhancing the quality of teacher education programs. This systematic review aims to examine various innovative strategies employed globally to enhance the quality of teacher education. The review encompasses a comprehensive search of scholarly databases, including PubMed, ERIC, and Google Scholar, using keywords such as "teacher education," "quality enhancement," and "innovative approaches." Articles published between 2010 and 2023 were considered for inclusion, with a focus on empirical studies and systematic reviews. Key themes identified through the review include the integration of technology in teacher education, alternative pedagogical approaches, mentorship programs, and collaborative learning environments. The integration of technology, such as virtual reality simulations and online learning platforms, has shown promise in providing immersive learning experiences for pre-service and in-service teachers. Similarly, alternative pedagogical approaches, such as flipped classrooms and problem-based learning, have been found to foster critical thinking and reflective practices among teacher candidates. Furthermore, mentorship programs, both formal and informal, have emerged as effective mechanisms for providing ongoing support and guidance to novice teachers, facilitating their professional growth and development. Collaborative learning environments, encompassing communities of practice and peer learning networks, have also been instrumental in promoting collaboration and knowledge sharing among educators. This review underscores the importance of ongoing innovation in teacher education to address the evolving needs of educators and learners in the digital age. By leveraging technology, alternative pedagogies, mentorship, and collaborative learning, teacher education programs can cultivate a cadre of competent and adaptive educators equipped to meet the diverse challenges of contemporary education.

What Are We Learning from Impact Evaluation Studies about Teacher Incentives and Education Quality

The quality of teachers is a determinant to the quality of the education system. Despite the significant increase in resources invested in teacher incentives, there is little robust empirical evidence on their effectiveness, especially showing attribution. This paper examines the international literature using Impact Evaluation (IE) studies to see what lessons can be learned, focusing specifically on a key education input: teacher incentives as a policy to motivate teachers and improve education quality in middle- and low-income developing countries. The review shows there are limited number of IE studies on teacher incentives at the preschool, primary and secondary education levels applying robust experimental design and the results are mixed. When incentives are used properly they can have a positive impact on the quality of education. However, certification itself is not enough as a way to improve the quality of the education system; it is critical to develop reforms explicitly geared towards quality. Finally, although incentives can reduce teacher absenteeism, they do not always improve the quality of education outcomes.

Music Education Teaching Quality Evaluation System Based on Convolutional Neural Network

Music education, as a quality training education, plays an important role in promoting the all-round development of students. Music evaluation is often highly subjective. However, the objective quantification can be achieved to a certain extent through the construction of music education and teaching quality evaluation system. In this study, CNN algorithm is applied to the evaluation model of music education teaching. Compared with the traditional manual feature extraction method, CNN algorithm can automatically capture the target depth features. In the experiment, the effectiveness of convolutional neural network is evaluated by means of model comparison and analysis. Taking GTZAN database as the experimental training sample, 2000 Mel spectra, 1500 training sets and 500 test sets were obtained, and the relevant parameters were initialised. The research results show that the dense network model has the highest accuracy rate in the training set in the identification and analysis of the relevant features of Mel spectrum. The model’s value is about 0.917, which is 0.024, 0.041, 0.086 and 0.098 higher than Res Net model, Perception Net model, VGG Net model and Alex Net model, respectively. Meanwhile, its loss curve effect, [Formula: see text]-value and AUC value reached the optimal level in all models, with the highest [Formula: see text]-value and AUC value reaching 0.926 and 0.922, respectively. In addition, in the test set, the average accuracy of this model is also better than other models. The comprehensive analysis shows that the model performs well in the evaluation system, which plays an important role in the evaluation of music education and teaching quality.